Main effects and the interaction of classroom autonomy support and structure were tested on the three engagement components using multilevel analyses¶
Claim · All claims
Evidence · 1 study · associationalr2·q3
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i? The study tested main effects and the interaction of classroom-level autonomy support and structure on behavioral, cognitive and emotional engagement. → Hospel 2016
Evidence¶
Hospel 2016¶
Hospel, V., & Galand, B. (2016). Are both classroom autonomy support and structure equally important for students’ engagement? A multilevel analysis. Learning and Instruction, 41(1), 1-10. https://doi.org/10.1016/j.learninstruc.2015.09.001
q3 · i? · associational · r2
The study's analytic design, as stated in the abstract: multilevel analyses tested "main effects and interaction of autonomy support and structure provided at the classroom level" on the three engagement components, with 744 ninth-grade students in 51 classes. Outcome-level interaction results are not reported in the available text.
"Using multilevel analyses, main effects and interaction of autonomy support and structure provided at the classroom level were tested on behavioral, cognitive and emotional engagement."
Discussion¶
Related Claims¶
- Classroom-level teacher structure is linked with students' behavioral, cognitive and emotional engagement in language classes — related
- Teacher autonomy support is associated with students' emotional engagement, playing a complementary role to structure — related
- Challenging study demands combined with resources boost emotional engagement, though interaction effects on cognitive and behavioral engagement were mainly nonsignificant — related
- Jointly considered, all three need-supportive practices are not each associated with classroom-level engagement (additive hypothesis not supported) — related
- A global factor across autonomy support, structure, and involvement provides optimal support to classroom-level engagement (global hypothesis supported) — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
multilevel-test-autonomy-structure-interaction-engagement |
title |
Main effects and the interaction of classroom autonomy support and structure were tested on the three engagement components using multilevel analyses |
description |
Main effects and the interaction of classroom autonomy support and structure were tested on the three engagement components using multilevel analyses |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2016 |
generated |
by process:wiki-ingest on 2026-10-22 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — hospel-2016 |
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